Using Musition for Music Theory Instruction

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Objective:

• Reinforce students' music theory comprehension and focus through interactive, responsive learning with Musition.

• Facilitate the development of aural and written skills in a self-paced setting.

 

What is the resource?

• Musition is an interactive music theory software designed to help students develop skills in interval recognition, rhythmic dictation, note identification, and other core theoretical concepts.​

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How It Was Used

• In my middle school Music classes, Musition was integrated into music theory lessons as an instrument for self-paced learning and formative assessment. 

• I can create my own quizzes or select from a wide range of ready-made quizzes aligned with the Western Australian music curriculum standards.

• Students completed interval, rhythm, and notation quizzes, receiving direct feedback on their responses. This strategy enabled them to pinpoint areas for improvement and fortify their theoretical knowledge through repetition and personalised instruction.

• I viewed student results, and tailored instruction to meet their specific needs and track their progress. 

• Example: "I notice you’re having difficulty notating your key signature. Think of the acronym ‘Father Charles Goes Down And Ends Battle’ to remember the order of the sharps (F, C, G, D, A, E, B) and backwards for your flats, 'Battle Ends And Down Goes Charles Father' (B, E, A, D, G, C, F). 

• I'll move the student from Level 7 to Level 6 in key signature writing. Focusing on simpler key signatures will build a stronger foundation before diving into complex notation.

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Relevant Theory

Behaviourism (Skinner’s Operant Conditioning)

• Musition reinforces learning through direct feedback and repetition, aligning with efficient conditioning, where positive reinforcement (correct responses) supports learning.

• Students receive instant amendments, allowing them to revise their responses and form solid theoretical connections.

Cognitive Load Theory (Sweller, 1988)

• Musition lessens cognitive overload by dividing intricate music theory concepts into manageable, interactive steps.

• The absence of foundational knowledge inhibits sequential learning, challenging students' capacity to learn advanced concepts.

Constructivism (Piaget & Vygotsky)

• Piaget’s Constructivism: Students actively construct knowledge by engaging with theory in a "hands-on", "problem-solving" manner.

• Vygotsky’s Social Constructivism: The software can promote collaborative learning, where students examine problems and compare growth, broadening cognition through peer interaction.

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Impact on Student Learning

• Improved theoretical learning: Students formed a greater ability to recognise intervals, rhythms, and note patterns, enhancing aural and written knowledge.

• Increased engagement: The interactive essence of the software upheld student motivation, diminishing disengagement affiliated with theory conditioning.

• Efficient learning process: Instant feedback sped up the learning process, enabling students to capture concepts faster than paper-based activities.